The need for rewarding creative thinking is asserted; a plan is proposed for studying evaluation and creative behavior; and measurement of creative behavior is discussed. Three groups of studies are presented. The first set considers the ways the intermediate environment rewards creative behavior; aspects treated include applying principles for rewarding creative thinking, creative and critical evaluative attitudes of teachers, creative activities as rewards for creative thinking, and differential rewards for boys and girls. The second set investigates the following issues about the evaluative behavior of the classroom teacher: competition as external evaluation; unevaluated practice and creative behavior; critical and creative peer-evaluated practice; evaluative discussions about creative productions; peer pressures in homogeneous and heterogeneous groups; positive, negative, and trouble-shooting evaluation; and cultural differences in evaluating creative characteristics. The final study concerns helping children value their ideas. Practical applications of the studies are presented; appendixes are provided on the instruments used in the described studies and on developing creative thinking through language arts. (JD)